Twelfth Grade Government Course Map

Transcription

1 Twelfth Grade Government Course Map Course Title: Senior American Government Duration: one semester Frequency: one class period daily Year: Text: Magruder s American Government (Prentice Hall) Course goals: The student will: --understand the basics of American Government its workings, public officials, etc. --develop and improve research and writing skills --be exposed to, and continue to develop a Christian view of government and history Areas to be evaluated: Student knowledge and evaluation of American government and current events Additional activities: Political Cartoons, a debate, Mock Electoral College, and Mock Supreme Court, Courts/ Election/ or Congress Project Course explanation: Senior American Government at Berean Academy consists of an overview of the three branches of American government and their workings with an emphasis on the Christian view of government. Students will also focus on one of the branches in depth, depending on the semester (first semester of Election years will do an election project; second semester will either be a Courts project or a Congressional project). Students will have a final exam over all the information learned during the semester. Unit 1: God and Government Time frame: 7 days 1. Paraphrase Mark 12 passage on Jesus confrontation with Pharisees concerning tribute 2. Definition of government 3. The Nature of Man 4. The Nature of Authority 5. The Three things we Render 6. Citizens of Heaven and Earth (see handouts and lecture notes in folder titled God and Government found in top drawer of taller filing cabinet) Unit 2: Foundations of American Government Time frame: 10 days Ch. 1 Principles of Government Ch. 3 The Constitution Unit 3: Political Behavior: Government by the People Time frame: 15 days Ch. 5 Political Parties Ch. 6 Voters and Voter Behavior Ch. 8 Mass Media and Public Opinion Unit 4: The Legislative Branch Ch. 10 Congress Ch. 12 Congress in Action Time frame: 15 days

2 Unit 5: The Executive Branch Ch. 13 The Presidency Ch. 17 Foreign Policy and National Defense Time frame: 20 days Unit 6: The Judicial Branch Time frame: 23 days Ch. 18 The Federal Court System Ch. 19 Civil Liberties: First Amendment Freedoms Ch. 20 Civil Liberties: Protecting Individual Freedoms American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Unit 1: God and Government SEMESTER: 1 st /2 nd DATE OF REVISION: LENGTH OF UNIT: 3 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: -- explore the relationship between God s Word and government Unit Objective: Students will: --explain the Mark 12 passage and apply it to Jesus Christ s support of government --define the different types of government and give examples of each one --relate the Nature of Man as taught by Scripture to its impact on government --relate the Nature of Authority as taught by Scripture to its impact on government --list and give examples of the three things we should render to government --explain our dual purpose in relation to being citizens of earth and of heaven --use principles of Scripture and apply them to practical issues of government by answering questions on a worksheet --memorize and match key quotes about principles of government by the founding fathers State Standards: Grade 12, American Government/Civics: Unit The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant (K) The student explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, and jury duty, serving our country, providing leadership, involvement in the political process) (K) The student understands that civil disobedience is a form of protest and if taken to extreme, punishable by law (A) The student examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles). INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: discussion Activities that support instruction: Application worksheet and discussion (Principles of Scripture and Government)

3 INTEGRATION Biblical: Study and application of Scriptural principles of government (Mark 12; Romans 13; I Peter 2) Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis, synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 1 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: Bible List organizations, guests, field trips, donations, etc.: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher: COMMUNITY RESOURCES American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Unit 2: Foundations of American Government (Chapters 1-4) SEMESTER: 1 st /2 nd DATE OF REVISION: LENGTH OF UNIT: 10 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --gain a greater understanding and appreciation for the American form of government and the wisdom of the founding fathers displayed in the writing of the Constitution Unit Objective: Students will: --describe and discuss ways that government is involved in your life --predict what you think is the exact meaning of democracy --read, decide, and discuss which statements are not supportive of a Biblical Worldview in Chapter 1 --list and define the four basic characteristics of the state --list the four most influential theories about the origin of the state and debate which one is most likely followed in the United States --compare and contrast the information in Chapter 1 with our study of God and Government in the previous unit --compare and contrast distinguishing characteristics of a unitary, federal, and confederate form of government --compare presidential and parliamentary forms of government --compare the differences between a dictatorship and a democracy

4 --give examples of countries that have difference forms of government --classify countries according to the three criteria: geographic distribution of power, relationship between legislative and executive branches and the number of people who can participate --list and explain the six basic concepts of democracy and relate them to the American system of government --describe their reaction to the statement, In the United States, any citizen can do whatever he or she wants to do --predict what might occur if the Constitution no longer met the needs of the people of the United States --list 4 of the 6 basic principles of the Constitution and explain and/or give examples of each one --explain how the American system of separation of powers and checks and balances operate --explain how the principle of federalism came to be embodied in the Constitution --explain how the Constitution has been able to endure more than 200 years of extraordinary change and growth in this country --explain what the Bill of Rights is and why it was added to the Constitution --diagram the process by which formal changes can be made in the Constitution --briefly identify key amendments and their subject State Standards: Grade 12, American Government/Civics: Unit The student understands the shared ideals and diversity of American society and political culture (K) The student recognizes that a nation's values are embodied in the Constitution, statutes, and important court cases (e.g., Scott v. Sanford, Plessy v. Ferguson, Brown v. Topeka Board of Education) (K) The student understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people) (A) The student examines the fundamental values and principles of speeches and events, and ways in which these value and principles conflict (e.g., equal opportunity and fairness v. affirmative action). 1.3 The student understands how the United States Constitution allocates power and responsibility in the government (K) The student describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution (K) The student explains the Constitutional powers (e.g., expressed/enumerated, implied, inherent, reserved, concurrent) (K) The student discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document. 1.5 The student understands various systems of governments and how nations and international organizations interact (A) The student compares various governmental systems with that of the United States government in terms of sovereignty, structure, function, decision-making processes, citizenship roles, and political culture and ideology (e.g., systems: Constitutional monarchy, parliamentary democracy, dictatorship, totalitarianism; ideology: fascism, socialism, communism). INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: discussion and application of God and Government unit to Chapters 1 and 3 Activities that support instruction: Assign students to read and evaluate statements in text related to Biblical Worldview; memorize the 27 Amendments INTEGRATION Biblical: Study and application of Biblical principles from God and Government to the secular information in the textbook (Ch. 1 and 3) Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis,

5 synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction --memorize 27 amendments to the Constitution -- Project #1 Students will generate a project that focuses on a topic in government and presents it via either a research paper, class presentation, video and audio media, written media, interviews, observing a city council or legislative session, community service project, tracking a bill, or a president project in which the student researches a particular president. Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 2 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: List organizations, guests, field trips, donations, etc.: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher: COMMUNITY RESOURCES American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Unit 3: Political Behavior: Government by the People (Chapters 5,6,7, 8) SEMESTER: 1 st /2 nd DATE OF REVISION: LENGTH OF UNIT: 15 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --gain a greater understanding and appreciation for the American form of government and the responsibilities of voting and participating in the American system Unit Objective: Students will: --describe any evidence of the presence of political parties that you have seen in your community --predict both the short and the long term future of the two-party system in the United States --explain what a political party is in your own words --list and give examples of 3 of the 5 main things that a political party does --list and explain three reasons why the United States has a two-party system --give examples of multiparty and one-party systems in the world --explain the nature of party membership in America --explain the development of political parties during the American history --identify key eras of political party domination in American history and explain why a particular party dominated --explain why the current era is referred to as the Divided Era --describe why you do or do not think it is important for every eligible American to exercise his or her right

6 to vote --predict three factors that affect voting behavior among Americans --explain how the right to vote grew in the United States --find out and discuss what the Constitution says about the right to vote --find out and discuss who may vote in the United States --find out and discuss how States have restricted voting rights in the past --list and explain four reasons why people do not vote --list and explain four sociological and two psychological factors that influence voters --explain how much party identification affects voter behavior --predict how political campaigning has changed since the development of television --explain what public opinion is and what it is not --list and explain three factors that shape public opinion --explain how public opinion is measured and for what reason it is measured --define and explain the terms: public opinion poll, straw vote, sample, random sample, quota sample --identify the five most important steps to taking a successful poll --explain why the forces of public opinion are limited --list the four major forms of mass media and discuss their impact on politics State Standards: Grade 12, American Government/Civics: Unit The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant (A) The student examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders (K) The student explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process (A) The student analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law (A) The student examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles) (K) The student explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process) (A) The student examines the role of interest groups and their impact on governmental policy. INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: Activities that support instruction: View examples of polls, media reports, and voting data to aid students in understanding key concepts in Chapter 5, 6, 7 and 8 INTEGRATION Biblical: Again, students should be made aware of their responsibility to render to Caesar understanding of the concerns and issues of the country in which one lives and the duties of participation Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis, synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Practical application of the information towards voting and the media ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction

7 Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 3 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: List organizations, guests, field trips, donations, etc.: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher: COMMUNITY RESOURCES American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Unit 4: Legislative Branch (Chapters 9-12) SEMESTER: 1 st /2 nd DATE OF REVISION: LENGTH OF UNIT: 10 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --gain a greater understanding and appreciation for the American form of government and the workings of representative government through the institution of Congress Unit Objective: Students will: --describe the way that representative government operates in our school --predict one major difference between the House and the Senate --explain how the lawmaking function is central to democracy --explain the theoretical, the practical, and the historical reasons for bicameralism --explain the meaning of the terms and sessions of Congress --explain how House members are chosen and what their terms and qualifications are --explain how and for what reason the House is reapportioned every 10 years --explain what congressional districts are and what gerrymandering is --explain how the size of the Senate is determined and why it is called a continuous body --list the terms and qualifications of representatives and senators --predict the percentage of bills introduced in Congress that actually become law --reenact the opening day of the House of Representatives and contrast it with the Senate s opening day --compare and contrast the roles of the Speaker of the House and the president of the Senate --explain who the floor leaders in Congress are and where their power comes from --explain the role of the Seniority rule in the selection of committee chairmen --label a diagram of How a Bill Becomes a Law with key words that describe the process --match designated terms that relate to Congress with their definitions on a unit test later on --compare and contrast debate in the House and the Senate State Standards: Grade 12, American Government: Unit 4 1 The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. 1.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

8 1.1.1 (A) The student evaluates the purpose and function of law (A) The student analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues) (K) The student defines civic life, politics, and governments. 1.3 The student understands how the United States Constitution allocates power and responsibility in the government (K) The student describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution (K) The student explains the Constitutional powers (e.g., expressed/enumerated, implied, inherent, reserved, concurrent) (K) The student discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document. INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: Activities that support instruction: View handouts that explain the concepts of apportionment and reapportionment, organization of Congress, actual copies of bills that were proposed, diagrams of the organization of Congress and How a Bill Becomes a Law; watch film, Mr. Smith Goes to Washington, as an example of the workings of Congress and the belief in the greatness of America INTEGRATION Biblical: Again, students should be made aware of their responsibility to render to Caesar understanding of the concerns and issues of the country in which one lives and the duties of participation along with the necessity of representation as a Biblical model for government Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis, synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Practical application of the legislative process to representative government on a local level and in our school ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction --Project #2 Students will generate a project that focuses on a topic in government and presents it via either a research paper, class presentation, video and audio media, written media, interviews, observing a city council or legislative session, community service project, tracking a bill, or a president project in which the student researches a particular president. Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 4 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher:

9 List organizations, guests, field trips, donations, etc.: COMMUNITY RESOURCES American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Unit 5: Executive Branch (Chapters 13-17) SEMESTER: 1 st /2 nd DATE OF REVISION: LENGTH OF UNIT: 10 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --gain a greater understanding and appreciation for the presidential system of government, the importance of the office of the president and the election process of the president Unit Objective: Students will: --describe and discuss three issues that the President was involved with last week --predict what might occur if both the President and Vice President became unable to fulfill their duties --match the various roles the president plays with a description of each one --explain how the presidential roles are interrelated --list and explain the constitutional guidelines for the qualifications and terms --design a newspaper advertisement for the job of president complete with a job description which includes the requirements, benefits, and special skills and knowledge needed to do the job --list and explain the two constitutional duties of the vice president --explain the constitutional provisions for succession to the presidency --explain how presidential disability is determined and dealt with --discuss the status of the vice presidency, in history and today --explain the original intent of the Framers of the Constitution in regards to how the president was to be chosen --explain the three events that helped transform the presidential selection process --explain how the electoral college works today --list and explain the three major flaws of the electoral college today --compare the electoral system with three of the four proposed reforms and argue for the plan that you believe is the best (may choose the current system) --describe three ongoing situations that point up the fact that the post-cold war world is indeed a dangerous place --predict the primary goal of United States foreign policy --explain why a foreign policy is a necessity --define foreign policy and explain what makes up a foreign policy --list and explain the responsibilities of the government officials that are primarily responsible for US foreign policy --explain the role of the Secretary of State in the making and conduct of foreign policy --explain the role of the Secretary of Defense in the making and conduct of foreign policy --compare and contrast the organization of the Departments of Defense and State --match the key terms of Ch. 17 with their definitions on a test (right of legation, ambassador, passport, visa, diplomatic immunity, isolationism, foreign policy, collective security, deterrence, containment) --explain, generally, what the US foreign policy was for its first 150 years --explain the basic elements of American foreign policy today --explain how the cold war impacted American foreign policy State Standards: Grade 12, American Government/ Civics: Unit The student understands how the United States Constitution allocates power and responsibility in the government (K) The student describes the purposes, organization, and functions of the three branches of

10 government and independent regulatory agencies in relation to the United States Constitution (K) The student discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document. 1.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant (A) The student examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders (K) The student explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process (A) The student analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law (A) The student examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles) (K) The student explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process) (A) The student examines the role of interest groups and their impact on governmental policy. 1.5 The student understands various systems of governments and how nations and international organizations interact (K) The student discusses the structure of international relations both regional and world-wide (e.g., trade, economic and defense alliances, regional security) (A) The student examines the purpose and functions of multi-national organizations (e.g., trade, economic and defense alliances, regional security) The student explains the changing roles of the United States Government in the international community (e.g., treaties, NATO, UN, exploitative, altruistic, benign) (A) The student examines a position concerning the use of various tools in carrying out United States foreign policy (e.g., trade sanctions, extension of the "most favored nation" status, military interventions). INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: Activities that support instruction: View handouts that further explain the roles of the president, i.e., a list of presidential vetoes; presidential election statistics and maps; play Mock Electoral College game; debate the Electoral College and some of the suggested reforms; Election project during presidential election years INTEGRATION Biblical: Again, students should be made aware of their responsibility to render to Caesar understanding of the concerns and issues of the country in which one lives and the duties of participation along with the necessity of honoring and respecting and praying for our president Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis, synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Practical application of the legislative process to representative government on a local level and in our school ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction -- Project #3 Students will generate a project that focuses on a topic in government and presents it via

11 either a research paper, class presentation, video and audio media, written media, interviews, observing a city council or legislative session, community service project, tracking a bill, or a president project in which the student researches a particular president. Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 5 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: List organizations, guests, field trips, donations, etc.: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher: COMMUNITY RESOURCES American Government: Unit COURSE TITLE: Senior American Government GRADE LEVEL / DEPT.: Senior Government UNIT/TITLE: Judicial Branch (Chapters 18-20) SEMESTER: 1 st or 2 nd DATE OF REVISION: LENGTH OF UNIT: 15 days GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --gain a greater understanding and appreciation for the court system, to encourage obedience of the laws, and a practical understanding of the federal court system through a field trip experience Unit Objective: Students will: --describe what the concept of justice means to you --predict what might occur if law and the court system did not exist --explain the reason why the national court system was established --list the two bases on which the federal courts hear and decide cases --define jurisdiction and match the definitions with the various kinds of jurisdiction --explain how federal judges are selected and compensated, and match the titles of some of the officials who help them carry out their duties with the description of their duties --explain the dual courts system --explain why most of the cases are heard in the state courts --research the biographical information of the nine Supreme Court justices and be able to write their names with the correct picture and whether they are liberal, conservative, or moderate, and know the Chief justice, on a test --explain what judicial review is and relate it to Supreme Court cases historically (Marbury v. Madison) and today --conduct a Mock Trial of an actual Supreme Court case that is currently being heard, but not yet decided. --research a current Supreme Court case and explain the opposing arguments and the issue --research the definitions of key court terms not found in the text --read and type a four page report on a current legal issue being debated by the courts --give a 7 minute oral report on the legal issue researched for the written report --briefly explain the process of how a case is selected and heard by the Supreme Court --predict what might occur if no limits on free speech existed --explain why the Due Process Clause of the 14 th Amendment is so important

12 --explain why the freedom of expression is so vital to democracy --explain to what extent the Constitution prohibits the government s establishment of religion --explain to what extent Americans enjoy free exercise of religion --define the establishment clause and the free exercise clause --explain what due process is and how it effects peoples rights --list and explain some ways that the Constitution protects the freedom and security of the person --list and explain some ways that the Constitution protects persons accused of crime --list and explain what constitutes a fair trial --list and explain some ways that the Constitution sets limits on punishments for crime State Standards: American Government/ Civics: Unit 6 1 The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. 1.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments (A) The student evaluates the purpose and function of law (A) The student analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues) (K) The student defines civic life, politics, and governments (K) The student recognizes contracts may be verbal or legal agreements and are binding (A) The student defines and illustrates examples of torts (e.g., wrongful death, medical malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations) (A) The student defines and illustrates examples of misdemeanors and felonies (e.g., misdemeanors: traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft) (K) The student explains Kansas court structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court). 1.3 The student understands how the United States Constitution allocates power and responsibility in the government (K) The student describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution (K) The student discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document. 1.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant (K) The student explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process). INSTRUCTIONAL METHODOLOGY Primary means of instruction: Direct instruction using the text, board, and overhead Secondary means of instruction: Activities that support instruction: View maps and handouts that further explain the organization and roles of the courts, i.e., 94 districts and 12 courts of appeals, map of States that allow capital punishment, pictures of the Supreme Court officials, etc.; discussion of oral reports; Mock Trial of Supreme Court case; Field Trip to the Federal Courthouse in Wichita, Kansas INTEGRATION Biblical: Again, students should be made aware of their responsibility to render to Caesar understanding of the concerns and issues of the country in which one lives and the role of the courts in limiting and

13 encouraging religious practice Level of Critical Thinking Skills (Bloom s Taxonomy): knowledge, comprehension, application, analysis, synthesis, and evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Practical application of the judicial process to the Mock Supreme Court trial ASSESSMENT Of student learning/work/performance (describe means): --teacher generated unit test in which students respond to essay topics evaluating the major themes of instruction Of teaching effectiveness (describe means): --verbal feedback during class discussion --scores on unit test Of unit effectiveness in contributing to course goals (describe means): --Unit 6 test allows students to demonstrate knowledge and comprehension Primary: Magruder s American Government Secondary: INSTRUCTIONAL RESOURCES Publisher: Prentice Hall Publisher: COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.: Field Trip to the Federal District Courthouse in Wichita, Kansas